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... formative worksexperiences may contribute to the disappointing postschoolsemployment outcomes highlighted across numerous longitudinal and follow-up studies (Karpur, Clark, Caproni, &sSterner, 2005; =-=Newman, Wagner, Cameto, & Knokey, 2009-=-).sFurthermore, many students with EBD may not meet eligibility requirements for postschool support, such as vocationalsrehabilitation, making it imperative that they gain meaningful vocational experi...

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...(19%), employers (12%),syouth (8%), local government representatives (5%), andsothers (15%; e.g., local media, community organizations).sThese 2-hour conversations were based on the World Cafésmodel (=-=Brown & Isaacs, 2005-=-) and included a series ofssmall-group discussions and brainstorming sessions and aslarge-group conversation focused on two specific questionss(i.e., What can we as a community do to open up summersem...

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...deration. The reluctance of some youth withsEBD to self-identify as having a disability in the workplacesmay lead school staff to explore alternative avenues for providing employment-related support (=-=Clark & Unruh, 2009-=-).sFor example, providing less direct “on-the-job” support andsmore “behind-the-scenes” support in the form of periodicsTable 4. Stakeholder Perspectives on the Social Validity of Individual Intervent...

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...ring meetings outside the workplace may be fruitful for this population. In addition, youth may benefit from receiving explicitsinstruction in self-directed job search and self-managementsstrategies (=-=Benitez, Lattimore, & Wehmeyer, 2005-=-; Carter,sTrainor, Sun, et al., 2009). Strengthening this emphasisswithin the secondary curriculum could also translate intoslonger term benefits, as youth often must navigate employment and community...

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..., 2009). Third, individualized planning efforts are likely to besinsufficient if intentional efforts are not made to supportsyouth in connecting to local employment opportunities andsneeded supports (=-=Hughes et al., 2004-=-). Students with EBDsmay require assistance and support from adults related tosfinding, learning, and maintaining a job (Carter, Trainor,sSun, & Owens, 2009). As a result, the steps staff take with an...

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...hin transitionsplanning could help ensure that the connections, supports,sand resources youth need to access summer work and otherscommunity experiences are in place long before the schoolsyear ends (=-=Carter, Swedeen, & Trainor, 2009-=-). Third, individualized planning efforts are likely to besinsufficient if intentional efforts are not made to supportsyouth in connecting to local employment opportunities andsneeded supports (Hughes...

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... planningsteams. Efforts to identify and disseminate this informationsby drawing upon diverse community perspectives havesbeen recommended as a way of informing and supportingstransition programming (=-=Crane & Mooney, 2005-=-; Tindle,sLeconte, Buchanan, & Taymans, 2005). Second, individualization is a defining feature of secondary transition services for youth with disabilities. For students with EBD—who possess a diverse...

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...havioral disability,” youth with other primary disability categories alsosparticipated. The average composite index score (M = 88.1;sSD = 16.0) on the Behavioral and Emotional Rating Scale-2s(BERS-2; =-=Epstein, 2004-=-) fell in the 21st percentile, indicating that 79% of same age and gender youth not identifiedswith EBD in the normative sample had higher ratings. Thesintervention (n = 33 students) and comparison (n...

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...taining a job (Carter, Trainor,sSun, & Owens, 2009). As a result, the steps staff take with andson behalf of youth with disabilities hold great potential tosinfluence the summer outcomes they attain (=-=Trainor, 2007-=-). Fourth, developing and strengthening relationships andslinkages among school transition teams, local employers,sand other community members is a recommended component of comprehensive secondary tra...